teaching vocabulary and comprehension

Teaching Vocabulary Teaching Vocabulary andand

Comprehension Comprehension

Evidence-based Evidence-based PracticesPractices

Vocabulary DefinitionVocabulary Definition• “…“…knowing a word is not knowing a word is not

an all-or-nothing an all-or-nothing proposition; it is not the proposition; it is not the case that one either case that one either knows or does not know knows or does not know a word. Rather, a word. Rather, knowledge of a word knowledge of a word should be viewed in should be viewed in terms of the extent or terms of the extent or degree of knowledge degree of knowledge that people can that people can possess.”possess.”

Beck & McKeown, 1991Beck & McKeown, 1991

Vocabulary DefinitionVocabulary Definition

“…“…vocabulary is the glue thatvocabulary is the glue thatholds stories, ideas, and content holds stories, ideas, and content

together…making together…making comprehension accessible for comprehension accessible for

children.”children.”

Rupley, Logan, & Nichols, 1998/99, p. 339Rupley, Logan, & Nichols, 1998/99, p. 339

Vocabulary Definition Vocabulary Definition (cont.)(cont.)

• ““Words are the Words are the starting point. starting point. Without words, Without words, children can’t children can’t talk about talk about people, places, or people, places, or things, about things, about actions, relations, actions, relations, or states.” or states.” Clark, 1993


• Vocabulary, or Vocabulary, or lexicon, refers to lexicon, refers to information information stored in memory stored in memory concerning the concerning the pronunciation pronunciation and meanings of and meanings of words. words. Snow, Burns, & Griffin, 1998Snow, Burns, & Griffin, 1998

Effective VocabularyEffective VocabularyInstructional ProgramInstructional Program

ResearchResearchBaseBase

Research Base for Research Base for VocabularyVocabulary

• First graders from First graders from high SES high SES populations have populations have access to twice as access to twice as many word many word meanings as meanings as children from lower children from lower SES groups SES groups

Graves, Brunetti, & Slater, Graves, Brunetti, & Slater, 1982; Graves & Slater, 19871982; Graves & Slater, 1987

Research Base for Research Base for Vocabulary (cont.)Vocabulary (cont.)

• Once vocabulary Once vocabulary differences are firmly differences are firmly established in children, established in children, they are very difficult to they are very difficult to reverse reverse Biemiller, 1999; Hart & Risley, 1995Biemiller, 1999; Hart & Risley, 1995

• There is currently little There is currently little emphasis on the emphasis on the acquisition of vocabulary acquisition of vocabulary in school in school Biemiller, 2001; Scott, Jamieson, & Biemiller, 2001; Scott, Jamieson, & Asselin, 1998; Watts, 1995Asselin, 1998; Watts, 1995


• Word knowledge is Word knowledge is essential for essential for comprehension comprehension Davis, 1944Davis, 1944

• Oral interactions and Oral interactions and wide reading in a wide reading in a variety of text types variety of text types is to be encouraged is to be encouraged and supported and supported Nagy & Herman, 1987Nagy & Herman, 1987


• Learning newLearning newconcepts requires concepts requires active involvement active involvement rather than passive rather than passive definition definition memorization memorization Stahl, 1986Stahl, 1986


• Multiple exposures to a Multiple exposures to a word is necessary to word is necessary to learn it well –learn it well –conceptual, contextual, conceptual, contextual, & definitional & definitional Miller, 1996Miller, 1996

• Writing definitions from Writing definitions from dictionaries is not a dictionaries is not a recommended practice recommended practice Miller, 1996Miller, 1996


• Relate new words Relate new words to students’ prior to students’ prior knowledge and to knowledge and to other related other related words when words when possible possible U.S. Dept of Education, 1987U.S. Dept of Education, 1987


• Students need to develop the Students need to develop the ability to learn new words from ability to learn new words from the multiple contexts of reading the multiple contexts of reading Johnson & Baumann, 1984Johnson & Baumann, 1984


• Use direct instruction Use direct instruction to teach “Tier 2” and to teach “Tier 2” and passage or selection passage or selection critical words critical words Snow, Burns & Griffin, 1998Snow, Burns & Griffin, 1998

Teaching VocabularyTeaching Vocabulary

• Children learn about 1,000 Children learn about 1,000 (conservative) to 3,000 (liberal) words (conservative) to 3,000 (liberal) words per year (Stahl & Nagy, 2006). Most per year (Stahl & Nagy, 2006). Most scholars agree with an estimate of scholars agree with an estimate of 2,000 – 3,000 words learned per year.2,000 – 3,000 words learned per year.

Is There a Set of Vocabulary Is There a Set of Vocabulary Words Elementary Students Words Elementary Students

Should Have?Should Have?


• Beck, McKeown, & Kucan (2002) do Beck, McKeown, & Kucan (2002) do not believe in teaching Tier I words not believe in teaching Tier I words (high frequency). This (high frequency). This recommendation clearly assumes recommendation clearly assumes these words are already knownthese words are already knownor will be learned incidentally through or will be learned incidentally through conversation and social interactions. conversation and social interactions.

Is There a Set of Vocabulary Is There a Set of Vocabulary Words Elementary Students Words Elementary Students

Should Have?Should Have?


• Vocabulary should be taught both explicitly and Vocabulary should be taught both explicitly and incidentally.incidentally.

• Repetition and multiple exposure are important for Repetition and multiple exposure are important for learning new vocabulary.learning new vocabulary.

• Learning how to construct vocabulary from rich Learning how to construct vocabulary from rich (directive) contexts is valuable.(directive) contexts is valuable.

• Vocabulary learning tasks should be restructured when Vocabulary learning tasks should be restructured when necessary.necessary.

• Vocabulary tasks should entail active engagement.Vocabulary tasks should entail active engagement.

• Explicit vocabulary instruction should address the use Explicit vocabulary instruction should address the use of definitions, context, and concept learning.of definitions, context, and concept learning.

What Does it Take to Teach a Word What Does it Take to Teach a Word Well?Well?


• First, examine the type of text the children will be First, examine the type of text the children will be reading. Is it narrative or informational? Teach Tier reading. Is it narrative or informational? Teach Tier II words if the children will be reading narrative, II words if the children will be reading narrative, literary texts. Teach Tier III words if children will literary texts. Teach Tier III words if children will be reading informational, expository texts (point of be reading informational, expository texts (point of contact).contact).

• Next, examine the text to develop a list of 10 Tier Next, examine the text to develop a list of 10 Tier II or Tier III words to be taught during the week, 2 II or Tier III words to be taught during the week, 2 per day.per day.

What Words Should I Teach?What Words Should I Teach?


• Read the text to determine the nature of the Read the text to determine the nature of the context in which each of the selected Tier II context in which each of the selected Tier II or Tier III words appear. or Tier III words appear. – Directive ContextDirective Context

• Gives clues, hints, synonyms to determine an Gives clues, hints, synonyms to determine an approximate word meaning in the context.approximate word meaning in the context.

– Non-Directive ContextNon-Directive Context• Mentions the word without giving any clues to Mentions the word without giving any clues to

determine word meaning.determine word meaning.

– Mis-Directive ContextMis-Directive Context• Gives clues that lead readers to false word Gives clues that lead readers to false word

meaning construction.meaning construction.



• If a word appears in a directive context, If a word appears in a directive context, then teach children how to use context to then teach children how to use context to determine an approximate word meaning.determine an approximate word meaning.

• If a word appears in a non-directive or mis-If a word appears in a non-directive or mis-directive context, then these are good directive context, then these are good candidates for your 10 word teaching list.candidates for your 10 word teaching list.



• If you have ELL students in your If you have ELL students in your classroom, be sure to determine classroom, be sure to determine if there is a Spanish-English if there is a Spanish-English cognate that may help them cognate that may help them make the translation. make the translation. For example For example - -

InformationInformation (English) (English)

InformaciónInformación (Spanish) (Spanish)

• Here is a good source for finding Here is a good source for finding English Spanish Cognates - English Spanish Cognates -


Three Qualities of an Three Qualities of an Effective Vocabulary Effective Vocabulary

Instructional ProgramInstructional Program

Strategies for Strategies for Explicit Explicit

Vocabulary Vocabulary InstructionInstruction

Thinking About Thinking About Vocabulary Instruction: Vocabulary Instruction:

Three TiersThree Tiers• Tier One Words- Tier One Words- Consists of basic words and Consists of basic words and rarely require instructional attention in school rarely require instructional attention in school and highly frequent in life: and highly frequent in life: clock, baby, ball, clock, baby, ball, happy, walk, run,happy, walk, run, etc. etc.

• Tier Two Words Tier Two Words - High frequency use for - High frequency use for mature language users and found across a mature language users and found across a variety of knowledge domains: variety of knowledge domains: coincidence, coincidence, absurd, industrious, fortunate, etc.absurd, industrious, fortunate, etc.

• Tier Three Words Tier Three Words - Low frequency use and - Low frequency use and limited to specific knowledge domains: limited to specific knowledge domains: isotope, isotope, lathe, peninsula, refinery,lathe, peninsula, refinery, etc. Best learned etc. Best learned when teaching specific content lessons such as when teaching specific content lessons such as geography, science, etc.geography, science, etc.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.Guilford Press.

Can You Find a Tier II Word?Can You Find a Tier II Word?

Can You Find a Tier III Word?Can You Find a Tier III Word?

Vocabulary Instruction:Vocabulary Instruction:Three TiersThree Tiers

• Estimates indicate that about 8,000 basic Estimates indicate that about 8,000 basic words need no instruction – Tier 1words need no instruction – Tier 1

• Estimates indicate that about 7,000 words Estimates indicate that about 7,000 words for Tier 2 or about 700 words per year.for Tier 2 or about 700 words per year.

• Beck, McKeown, and Kucan (2002) Beck, McKeown, and Kucan (2002) recommend teaching about 400 words per recommend teaching about 400 words per year K-12.year K-12.Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction.Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press. NY: Guilford Press.

Teaching Tier II WordsTeaching Tier II Words

• Characterize a tier 2 word Characterize a tier 2 word such as such as tendtend – to take care of something.– to take care of something.

• Explain meaning of Explain meaning of tendtend in everyday in everyday life life – If you tend something, say a – If you tend something, say a garden, you take care of it by garden, you take care of it by watering, fertilizing, pulling weeds, watering, fertilizing, pulling weeds, and keeping the soil loose around the and keeping the soil loose around the new plants.new plants.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.Instruction. NY: Guilford Press.

Altering Task Altering Task RequirementsRequirements

for Teaching Tier II Wordsfor Teaching Tier II Words• Ask a Question: Ask a Question: What do you think the word What do you think the word

tendtend means? means?

• Have You Ever? Have You Ever? Describe a time when you Describe a time when you tendedtended something or someone. something or someone.

• Word Associations: Word Associations: After teaching several tier 2 After teaching several tier 2 words have students associate these with words have students associate these with questions: Which word goes with baby? (questions: Which word goes with baby? (tend).tend).

• Idea Completions: Idea Completions: The Little Red Hen asked if The Little Red Hen asked if the others would help her take care of her the others would help her take care of her garden. Another word that means to take care garden. Another word that means to take care of a garden we know is _____.of a garden we know is _____.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction.Instruction.NY: Guilford Press.NY: Guilford Press.

Altering Task Altering Task RequirementsRequirements

for Teaching Tier II Wordsfor Teaching Tier II Words• Like a Test: Like a Test:

TendTend

1.1. Don’t care about how you look and Don’t care about how you look and what you do.what you do.

2.2. To take care of someone or To take care of someone or something.something.

3.3. To act hard and serious.To act hard and serious.Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary

Instruction. NY: Guilford Press.Instruction. NY: Guilford Press.

Altering Task Altering Task Requirements for Requirements for

Teaching Tier II WordsTeaching Tier II Words• Like a Test Continued: Like a Test Continued:

The word The word tendtend means ask someone means ask someoneabout something.about something.

True or FalseTrue or False

– Matching definitions Matching definitions with words in a list.with words in a list.– Paired words with a question:Paired words with a question:

Which would you do if you had a puppy Which would you do if you had a puppy that needed to be taken care of ?that needed to be taken care of ? mollycoddlemollycoddle tendtend

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction.Bringing words to life: Robust Vocabulary Instruction. NY: Guilford NY: Guilford Press.Press.

Word Webbing Word Webbing (Unfocused)(Unfocused)

* Based on Johnson, D. D. (2001). Vocabulary in the elementary and middle school. Boston, MA: Allyn and Bacon.

asteroidasteroid

Word Webbing (Focused)Word Webbing (Focused)

* Based on Johnson, D. D. (2001). Vocabulary in the elementary and middle school. Boston, MA: Allyn and Bacon.

asteroidasteroidExampleExampless

AttributesAttributes

Context Context UseUse

Explicit Vocabulary Explicit Vocabulary TeachingTeaching

DefinitionDefinition• Begin by looking up the word in a Begin by looking up the word in a

dictionary or glossary and get a dictionary or glossary and get a definition.definition.

• Next construct a “student friendlyNext construct a “student friendlydefinition” using your own words.definition” using your own words.If you have trouble doing this,If you have trouble doing this,consider purchasing this dictionary: consider purchasing this dictionary:

I’ve Selected My 10 Words, Now What?I’ve Selected My 10 Words, Now What?


ContextContext• Next find the page where the word is Next find the page where the word is

found the story or text to read the context.found the story or text to read the context.

• List the context clues found in the text.List the context clues found in the text.

• Ask the students to use the word in an oral Ask the students to use the word in an oral sentence.sentence.

• Write the word in sentence.Write the word in sentence.


Active Context Word Active Context Word LearningLearning

AlbasaAlbasaAlbasa will usually be found at grocery stores Albasa will usually be found at grocery stores

and restaurants. and restaurants. People like to eat albasa on their hamburgers, People like to eat albasa on their hamburgers,

although albasa are tasty with a variety of although albasa are tasty with a variety of dishes.dishes.

Since albasa are a vegetable, they are also Since albasa are a vegetable, they are also nutritious. nutritious.

One disadvantage of albasa is the strong odor One disadvantage of albasa is the strong odor which has been known to produce crying which has been known to produce crying symptoms among those who slice them.symptoms among those who slice them.

Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5), 398-402.Teacher, 33,(5), 398-402.

Context Vocabulary Context Vocabulary TeachingTeaching

AlbasaAlbasa will usually be found at grocery stores

and restaurants. People like to eat albasa on their hamburgers,

although albasa are tasty with a variety of dishes.

Since albasa are a vegetable, they are also nutritious.

One disadvantage of albasa is the strong odor which has been known to produce crying

symptoms among those who slice them.

Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5), 398-402.Teacher, 33,(5), 398-402.

D Ray Reutzel

Hum, onions make people cry when they slice them! Albasa must mean onions.

D Ray Reutzel

Ah, vegetables that stink... Hum, maybe cooked cabbage, brocolli, peppers, onions, garlic?

D Ray Reutzel

Ah, I think these might be condiments you put on a hamburger and in other dishes.

D Ray Reutzel

Both have foods...


ExamplesExamples• Use pictures or video clips.Use pictures or video clips.

• List examples of the word.List examples of the word.

• Use a thesaurus to find Use a thesaurus to find synonyms, antonyms, and Tier I synonyms, antonyms, and Tier I words.words.



Characteristics/AttributesCharacteristics/Attributes• Use pictures or video clips.Use pictures or video clips.

• List characteristics or attributes List characteristics or attributes ofofthe word.the word.


Frayer & Klausmeir ModelFrayer & Klausmeir Model

HochspannungstrohmabnehmerHochspannungstrohmabnehmer

• Example: Example: lightning rod, Ben Franklins’ kite lightning rod, Ben Franklins’ kite and keyand key

• Non-example: Non-example: wooden post, plastic polewooden post, plastic pole• Relevant attributes: Relevant attributes: metal, touches an metal, touches an

exposed electrical wire, found on top of a exposed electrical wire, found on top of a streetcar or light rail trainstreetcar or light rail train

• Irrelevant attributes: Irrelevant attributes: slender, lets off sparksslender, lets off sparks• Superordinate term: Superordinate term: electrical conductorelectrical conductor• Coordinate term: Coordinate term: electrical plugelectrical plug

Frayer, F. D. & Klausmeir, H.J. (1969). A shema for testing the level of concept mastery. Frayer, F. D. & Klausmeir, H.J. (1969). A shema for testing the level of concept mastery. University of Wisconsin.University of Wisconsin.


Category/Part of SpeechCategory/Part of Speech• Determine part of speech.Determine part of speech.• Determine category of word Determine category of word

meaning.meaning.



Definitions

Dictionary Look UpDictionary Look Up

Student FriendlyStudent Friendly Vocabulary WordVocabulary Word

Use Word in Context

Find and Read it in the Book/StoryFind and Read it in the Book/Story

Write the Word in a SentenceWrite the Word in a Sentence

ExamplesExamples

Context Clue from ReadingContext Clue from Reading

Category/Class/Part of

Speech

Category/Class/Part of

Speech

CharacteristicsCharacteristics

Conceptual UnderstandingConceptual Understanding


If you want more informationIf you want more informationplease contact:please contact:

D. Ray Reutzel, Ph.D.Emma Eccles Jones Professor

Utah State University www.cehs.usu.edu/ecc

Presentations Button Left Hand Sideor

IRA Board of DirectorsInternational Reading Association

[email protected]

teaching vocabulary and comprehension

Documents